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                      American International Journal of Social Science Research; Vol. 4, No. 2; 2019 
                                       ISSN 2576-103X   E-ISSN 2576-1048 

Published by Centre for Research on Islamic Banking & Finance and Business, USA 
 

     24 
 

Assessment of College Students’ Preference on the Usage of Google Drive as a 
Learning Platform: An Empirical Evidence 

 
Mahmud Tukur Abubakar 

School Of Business Education 
Federal College of Education (Tech) Gombe, Nigeria 

E-mail: abubakarmahmudt542@gmail.com 
Tel:+2348036939178 

 
Abstract 
This research assessed College Students preference on the Usage of Google Drive as a learning platform in north-east Nigeria. 
The study had three objectives, three research questions and three null hypotheses. Descriptive survey research design was used 
for the study. The population of the study was 263 three hundred level business education students in north-eastern Nigeria. 
Four rating scale structured questionnaire titled “College students’ preference of Google Drive (CGD”) was used for data 
collection. The instrument was validated by experts from the Faculty of Technology Education, Abubakar Tafawa Balewa 
University Bauchi. The researcher personally administered the instrument assisted by 3 research assistants. Data collected was 
analyzed using Mean and standard deviation statistical tools to answer the research questions. The result of the study reveals that 
students used Google Drive for assignments, study and downloading of materials. Based on the outcome of the study, it  was 
concluded that Google Drive platform provide undergraduate business education students with opportunities to enhance and 
assess current educational information. It was recommended that lecturers and all stakeholders who handle business education 
courses should be encourage to adopt the use of Google Drive as a learning platform, The business education students should 
utilize and exploit maximally the opportunities provided by the use of Google Drive as a learning platform for learning activities 
with the help of their lecturers etc. in addition useful suggestions for further research are equally made. 
 

Keywords: College Students’, Usage of, Google Drive, Learning Platform. Nigeria.   
 
1. Background to the Study 
Social networks are becoming an integral part of our lives. Students are spending much time on social network and are 
considered the largest category that uses such application (Heyyam, 2014). The impact of the Internet on education is an 
important issue that has caught educators’ attention in recent years. Several recent studies confirmed that online interaction 
might provide learners flexibility, stimulate more innovative ideas, and facilitate learning. For example, Dietz-Uhler and Biship-
Clark (2001) found that face-to-face discussions preceded by Computer-network Communications (CNC) were perceived to be 
more enjoyable and could include a greater diversity of perspectives than the face-to-face discussions not proceeded by CNC. 

 Hammond (2000) argued that there is a particular educational value in a communicative approach to online 
discussions. Social network has exploded as a category of online communication where people create content, share it, bookmark 
it and network at impressive rate. Due to Network usage ease of use, speed and reach, social network is fast changing the public 
conversation in society and setting trends and agenda in topics that range from the environment and politics to technology and 
the entertainment industry. Martn (2008) and Lusk, (2010) share the same concept of social network. The scholars maintained 
that social network is the use of Facebook, Blogs, Twitter, Google drive, My Space and Linked-In etc. for the purpose of 
communication, sharing photos as well as videos.  

Google Drive is a file storage and synchronization service created by Google (Pichai, 2012). It allows users to store 
files in the cloud, synchronize files across devices, and share files. Google Drive encompasses Google Documents, Sheets and 
Slides, an office suite that permits collaborative editing of documents, spreadsheets, presentations, drawings, forms, and more. 
The Google Drive was made available for free to all Google Apps for Education users have unlimited storage and support for 
individual files up to 5TB in size, with full encryption. Users can search for images by describing or naming, what is in them. 
For example, a search for "mountain" returns all the photos of mountains, as well as any text documents about mountains  

Google tools can be easily used even without having an exclusive Google account. Students can start participating in 
the collaborating (Group work) activities designed using Google tools with a Google drive. It is also possible to use the full suite 
of Google application from the Google Drive, where one can create presentations, spreadsheets, documents etc. sometimes 
similar to Microsoft office applications (Garnier 2013). Google Drive has the share function which allows for uploading and 
dawnloading of the documents to anyone around the globe with a simple share link. Incidentally, the students can collaborate 
with the entire class or tutorial group, with the aid of email addresses in one master document at the start of the semester to ease 
future invitations. 

https://en.wikipedia.org/wiki/File_hosting_service
https://en.wikipedia.org/wiki/Google
https://en.wikipedia.org/wiki/Cloud_storage
https://en.wikipedia.org/wiki/Cloud_storage
https://en.wikipedia.org/wiki/File_sharing
https://en.wikipedia.org/wiki/Google_Docs,_Sheets_and_Slides
https://en.wikipedia.org/wiki/Google_Docs,_Sheets_and_Slides
https://en.wikipedia.org/wiki/Office_suite


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Google Drive has a potential of improving the teaching and learning processes as they contain useful applications. 
Learning through mobile devices can occur anywhere and anytime (Brown, 2008). It is very easy to create a more useful learning 
environment if students either have a Computer or some other types of communication devices. Also, they are cheap when 
compared to other ICTs, and everyone can afford them (Kizito 2012). Hoppe (2009) states that students can read materials 
such as e-books and can watch lecture on mobile phones. According to Kafyulilo (2012), downloading feature on Google Drive 
can be used to get various kinds of materials and video.  

 
2. Statement of the Problem 
Teaching and learning is all about communication between the teacher and the learner or between the learner and the learning 
materials which involves giving and receiving of information. Research have shown that technologies enhance teaching and 
learning by providing opportunities through offering better access to relevant articles, teaching and learning materials(Brown & 
Adler, 2008). It enables the effectiveness of storing and sorting of information, and can offer new fast ways of communication; 
even with the obvious and enormous advantages that comes with the use of social media in teaching and learning which are the 
main functions of Google Drive as a platform.  

Despite the availability and accessibility as a result of internet connectivity of Google drive, student’s embracement to 
the technology is nothing to write home about. So many researches had been conducted on blogger (Prensky 2004), YouTube, 
(Peter D. 2008) Facebook (Roreger, & Schmidt, 2012), Whatsapp (Albergottiet al 2014), and other internet related field, but 
little or no study has been conducted on Google drive in Nigerian context. It is against this background that this study is set out 
to assess the Undergraduate business education students’ preference toward the use of Google drive as a learning platform in 
North East Nigeria. 

The formulated the following objectives/questions in order to find answers to them at the end of the study. 
Objectives of the study 
 The main objective of this study is to assess College students’ preference on the usage of Google drive as a learning 
platform in North East Nigerian. Specifically the study intends to achieve the following objectives:- 

 To determine the College students’ preference in the use of Google drive as an assignment/group work platform for 
learning in North-east Nigeria. 

 To ascertain the College students’ preference in the use of Google drive as a platform for study in North-east Nigeria. 
 To assess College students’ preference in the use of Google drive as a platform for upload/download of files in North-

east Nigeria. 
 

3. Research Questions 

 In line with the objectives, the study was guided by the following research questions: 
 What is the College students’ preference on the use of Google drive as an assignment/group work platform for 

learning in north- east Nigeria? 
 To what extent is the College students’ preference on the use of Google drive as a platform for study in north east 

Nigeria? 
 What is College students’ preference on the use of Google drive as a platform for upload/download of files in north 

east Nigeria? 
 
4. Theoretical Framework/Literature Review 
The study adapted Technology Acceptance Model (TAM) developed by Davis in 1985, in this scheme; Davis (1985) suggested 
that user’s motivation can be explained by three factors: Perceived ease of use, Perceive usefulness, and attitude towards us ing the 
system. He assumed that the attitude of a user towards a system remained a major determinant of whether the user will actually 
use or reject the system. The attitude of the user, in turn, was considered to be influenced by three major beliefs; perceive 
usefulness and perceived ease of use, with perceive ease of use having direct influence on perceived usefulness. Finally, both these 
belief were assumed to be directly influenced by the system design characteristics. 
 During future experimentation stages, Davis (1985) improves his model to include other variable and modify the 
relationship that he initially formulated. Similarly, other researchers apply, and propose several additions to the Technology 
Acceptance Model (TAM).  Actively, TAM changes into a leading model in explaining and predicting system use. In fact, TAM 
has become so popular that it has been cited in most of the researches that deals with user’s acceptance of technology (Lee, 
Kason, & Larsen, 2003) 
 Nevertheless, some researchers’ assertion that TAM may have elaborate more easy and speedy research, such that less 
consideration has been given to the real problem of technology acceptance (Lee, Kason & Lasen 2003).  Today, researches on 
technology suitability is still ongoing, and thus an understanding of the expectations, powers, and borders of the Technology 
Acceptance model is crucial for anyone willing to study user acceptance of technology. 



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TAM has been broadly applied to a range of technologies and users. It provides evidence on how external variables 
influence intention to use, belief and attitude. Consequently, in the present study TAM is utilized as a framework to investigate 
what criteria determine usage of Google Drive in an educational context. This theory is chosen because it is widely applied in the 
research on technology usage in many different contexts. Underpinned by the framework of the TAM, this study will estimate 
the postulated TAM in the context of Google Drive with a focus on the validation of the relationships involved specifically, 
perceived usefulness, ease of use, intention to use and actual use. The findings will reveal the students’ perceptions of the 
importance of Google Drive, their actual use of cloud computing and their intention to use cloud computing in the future within 
a school setting. 

TAM has been widely used to test the acceptance of e-learning technologies. Studies that use TAM have addressed 
perceived usefulness, ease of use, attitude, behavioral intention, and system usage as the major determinants that predict the 
acceptance of a new technology. In this study, perceived ease of use is defined as the degree to which the user believes that using 
Google Drive would be free of effort, and perceived usefulness is defined as the degree to which the user believes that using 
Google Drive would enhance his/her learning performance (Davis, 1989). According to Davis (1989), perceived usefulness and 
perceived ease of use are important factors that influence the attitude of individuals toward a particular technology. The TAM 
posits that perceived ease of use and perceived usefulness have a direct effect on the attitude toward the use of a technology, and 
perceived ease of use has a positive effect on perceived usefulness. Attitude is defined as the degree to which a user is interested 
in using the system, and attitude toward the system determines behavioral intentions, which, in turn, lead to actual system usage. 
A number of researchers have applied TAM to explain user acceptance of collaborative systems.  

Therefore, this research work examine the attitude of business education student in using Google Drive as a new 

technology to enhancing learning in which the Technology acceptance theory is being used. The relationship between this theory 

and the research work is on the ease of use Google Drive application and perceived usefulness towards Google Drive which make 

them having common characteristic with the theory as proposed by Davis (1985) and as relates to this research work is depicted 

below:  

 

 

 

 

 
  
 
 
 
 

Figure1. Original Technology Acceptance Model Adopted from Davis (1970) 
 
5. Roles of Google Drive    
A greater reliance on technology alters the student-teacher interaction. Instruction through computers can give students more 
control over their learning environments and access to a wider range of materials to use in the learning process (Ransdall, 2002). 
Additionally, for computer-assisted learning to be effective, the instructors need to put careful thought into their lesson plans. 
The level of student understanding must be taken into consideration. "Instructional software makes the human teacher more 
important, rather than less" (Ransdall, 2002). In order to fully understand how computers contribute to learning, there has to be 
an investigation into how the use of a computer controls the behavior of both students and teachers (Karasavvidis et. al., 2003). 
Among many technologies, Google Drive is a learning tool which helps to implement the learner-centered approach in a 
collaborative learning environment. According to Oxnevad (2013), document sharing and comments provide students with 
opportunities to receive immediate feedback. 

Google Drive is easy and fast, the tool is well-suited for facilitating digital writing workshops that combine peer 
editing with cooperative grouping and small group fine-tuned writing instruction. Sharp (2009) suggests that this collaborative 
editing tools allow a group of individuals to edit a document simultaneously while they can view the changes made by others in 
real time. This special feature makes Google Drive a powerful program that can facilitate collaborative writing in the language 
classroom. By sharing documents and keeping them online, students can access them anytime. Chinnery (2008) states that 
Google Drive is a productive tool where learning activities can be designed differently and creatively. For instance, an instructor 

A

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I

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U

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Perceive Usefulness 

Perceive Ease of Use 

Attitude toward 

Use 
Actual use 



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might post a text, intentionally replete with errors, for learners to correct. Likewise, learners can easily peer-edit, as this program 
leaves an editing trail. Another option is chain storytelling, where an instructor begins a story which each learner contributes to 
in turn. Moreover, this tool is useful in group projects in general. Google Drive allows individuals to work on a common task 
without restrictions often imposed by traditional face-to-face contacts (Conner, 2008;Perron& Sellers, 2011). 

The most useful delivery method provided by Google Drive is that instructors can make a copy for each student which 
automatically adds a copy of the assignment to the student’s Google Drive (Amanda and Katie, 2015). However, in 2015 the 
grading system provided by Classroom was not as sophisticated as other learning management systems like Blackboard or 
Moodle (Shiohara et al., 2014).Moreover, there were no comprehensive grade book, test, or quiz features. Additionally, there are 
some privacy concerns since the actual applications of Drive, Docs, or Slides work the same way as those bundled with public 
accounts (Amanda and Katie, 2015). 

The students can access the teachers’ course materials through the use of Google Drive at any time with multiple 
devices like Smartphone’s, computers, or tablets (Google Drive, 2016). Teachers can get a drive that stores their course materials 
and choose to share with specific student email addresses generating from the student email list creating by the university. 
Teachers can choose specific student email addresses to access the course materials as “can view” option or “can edit” option . 
With “can view” option, the students can only view the course materials. With “can edit” option, the students would be able to 
upload, submit, or share files in the drive. 

Amanda and Katie (2015) suggested that students generally responded favorably to the Google Drive. They are likely 
to have no worry about saving documents on the classroom computers due to the auto-save feature and the use of Google Drive 
have made collaborating on assignments easier due to the sharing capabilities. Nevertheless, limited studies have investigated the 
learners’ learning competencies.  Google Drive is offered by Google as part of its ecosystem of web based services. It provides 
access to data storage, a suite of office applications, synchronous editing, permissions control, and instant communications.  It 
allows users to create and edit documents online while collaborating in real-time with other users. Google drive does not require 
installation and works in any popular browser/device. That is why it simplifies the learning process of the students as well as the 
Lecturers job, Based on this some benefits are stated below.  
 
6. Advantages of Google Drive 
Many new technologies and web-based activities are interactive, using the platform online coursework has the potential to create 
environments where students actively engage with material and learn by doing, refining their understanding as they build new 
knowledge (Pallof& Pratt, (2003). Johnston, Killion&Omomen, 2005; Driscoll (2005) observed that when students become 
active participants in the knowledge construction process, the focus of learning shifts from covering the curriculum to working 
with ideas". While students can work collaboratively in real-time, while it works across platforms (Windows, Mac, iOS and 
Android),and it is easy to upload and share files, Group members can chat with other collaborators and editing, it allows for 
exciting and engaging online peer collaboration and editing, it saves automatically every 10 seconds, Educators can monitor 
student work easily in real-time if required, it is easy to see which students have contributed through the revision history, it is 
easy to export documents in various formats (RTF, PDF, HTML, MS Word and Open Office)., and it can be used with End 
Note and Ref Works, etc.(Alluri & Balasubramanian, 2006) 

Both students and instructors are regularly faced with a barrage of new innovative technological devices, social media 
tools, and educational applications. For this study, it may have appeared that Google Drive remained incorporated into the 
Communication course merely to ensure that this cloud computing platform could be experienced by the students (Richardson, 
2009).It is important to clarify that the learning outcome for the web-based assignment was to have teacher candidates learn 
about effective instructional methods and co-produce and share their learning.  Due to its popularity, Google Drive is a suitable 
and free collaboration tool for students, and can serve as a good storage area for their systems development documentation. 

Rowe, Bozalek, and Frantz (2013) argued that effective group work is an essential skill for students for becoming 
work-ready. This technology assists them with both the technical and social aspects of their learning journey. And using 
technology tools ‘to think with’ facilitates working with ideas and learning from that process” (Scardamalia 20012). Authentic 
situations and scenarios can provide a stimulus for learning, creating greater student motivation and excitement for learning , 
representing and simulating real-world problems and contexts, providing an important structure for student thinking 
(Quitadamo& Brown, 20011). Rowe, Bozalek, and Frantz (2013) believed that the Google Drive platform, when used via a 
constructivist approach, has the ability to transform student learning, alter teacher-student power relationships, and facilitate 
critical dialogue and activities related to knowledge and authority.  

 
7. Roles of Google Drive on Group work Learning 
Collaborative learning is defined as a coordinated effort among team members to accomplish a shared task or common goal, can 
also be collaborative learning is based on the model that knowledge can be created within a population where members actively 
interact by sharing experiences and take on asymmetry roles (Mitnik, et el2009).Collaborative learning is a significant factor in 
students’ learning because it promotes active learning and student-reliance in classrooms (Foote, 2009). Learning is shifting from 



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passive reception to active creation. Students tend to take more ownership of their material and to think critically about related 
issues when they work as a team. The collaboration process enhances students’ learning and develops their social skills like 
decision-making, conflict management, and communication (Smith &MacGregor, 2009). 

Students are increasingly using collaborative learning, an aspect of Google Dive that form part of Web 2.0 technology 
in their personal lives to enrich their knowledge and learning (Greenhow et al. 2009). Research into students participation 
patterns and usage of Google Drive is paramount to this technology becoming useful for higher education needs. Currently 
educational institutions remain grounded in the traditional activities and formats such as lecturing (Greenhow et al. 2009). 
Instructors in both higher education and secondary education worlds must be at the forefront of research observing student 
engagement in formal and informal learning to facilitate the use of collaborative learning as part of Google Drive platforms for 
educational needs. 

 
8. Why Google Drive Collaboration Important for Learning 
Collaboration can be defined as a coordinated, synchronous activity that is the result of an ongoing attempt to construct and 
maintain a shared conception of a problem (Alluri&Balasubramanian, 2006). It has also been identified as a necessary 
component of active learning. The benefits of collaboration include development of critical thinking skills, problem solving 
skills, and discussion and consideration of ideas. Additionally, collaboration can help to understand cultural diversity and 
improve working with others. Social constructivist theory emphasizes the importance of collaboration in the learning process.  
Learning is social and requires participation in a social process of knowledge construction (Kieser& Golden, 2009). 
 The tools available to communicate or collaborate with others have changed over time. Ten years ago, if a group of 
students needed to work outside the classroom, they would organize meetings at the library or someone’s house. Today, 
technology offers alternative ways for students to work together in an online collaborative environment without the need to 
convert, saving time and money. One possible tool to support collaboration and freely available to University students is Google 
Drive. 
 
9. Google Drive Using Collaborative Learning 
McMorran (2017) felt that it is an important issue to design and allocate time on collaboration opportunities both inside and 
outside the classroom and it is better to collect the students email address in one master piece for easy share and edit of 
document and class assignment. Collaborative activities offer the following benefits: 

 Encourage peer-instruction: (Mansur 1997; cf. Cain 2012): It is fairly clear that the person who learns the most is the 
content creator, and the one who teaches others. It is said, nothing clarifies ideas in one’s mind so much as explaining 
them to other people. Therefore he tries to turn this to his students’ advantage by assigning them with opportunities to 
teach each other through the act of putting ideas into their own words, students make it their “own” and ultimately 
learn better than just being on the receiving end. 

 Building a learning community: Even if students are assigned to a arbitrary groups, by the end of the period they feel 
closeness to the group. The activities designed and the collaborative nature of the tools enables them to form a sense of 
belongings to the class as a whole. 

  Give students a sense of their learning level: Students are often not quite clear on where to they stand in reference to 
their classmates’ levels of understanding even after the mid-term. When students participate in such collaborative 
activities they tend to identify their strengths, their shortcomings, and what need to be improved. More importantly 
they are able to identify classmates to whom they can turn for help or offer their support to peers in need. 

 Allow efficient time management: Students have the flexibility to work at a time that best works for them without 
having to bother their fellow classmates, and also have convenience of working at their own pace.  

 According to Common Wealth of learning (2008), teachers can share with students’ movies, audio files and other 
learning materials through their mobile phones. Most of the mobile devices have features which can be used for recording   and 
playing multimedia contents. Students can greatly benefit from having a camera on the cell phones for documenting visual 
materials and collecting scientific data (Common Wealth of learning, 2008), Cui and Wang, (2008). Despite the massive 
advantages that mobile devices do have in the teaching and learning process, there are some challenges of m-learning among 
tutors and students. Some of the mobile devices do not have programs that have direct compatibility with the academic 
programs such as PDF, words, excel and PowerPoint. Screen size is another limiting factor for m-learning.  

 
10. Role of Google Drive on Study 
Google Drive is cloud-based software and storage systems that offer an online learning environment for synchronous and 
asynchronous interaction between students and teachers. Vecchiola, Pandey, and Buyya (2009). Argued that cloud-based services 
can offer educational institutions cost savings and scalability Although research on web-based, file-sharing platforms and their 
roles in university settings is sparse, the published, accessible research we found predominantly referred to the benefits and 
challenges of Google Drive. Wood (2011) found that Google Drive was an ideal way for a group of undergraduate students.It 

http://www.fischlerschool.nova.edu/Resources/uploads/app/43/files/itde/students_scholarship/DLarticles/Keiser_Golden.pdf


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allows teachers and students to have dynamic and interactive learning experiences coupled with collaboration and 
communication (Alabbadi, 2011).  
 With regard to advantages, Denton (2012) found that students enjoyed how, through Google Drive, they could share 
and simultaneously edit documents, while keeping a digital record of each member’s contributions. File synchronization and 
sharing services: Cloud-based file syncing and sharing services implement automated file transfers by updating files from a 
dedicated sharing directory on each user’s networked devices. Files placed in this folder also are typically accessible through a 
website and can be easily shared with other users for viewing. Such services have become popular via consumer products such as 
Dropbox and Google Drive. 
 Both students and instructors are constantly faced with a barrage of new and innovative technological gadgets, social 
media tools, and educational applications. For this study, it may have appeared that Google Drive was incorporated into the 
Communication course merely to ensure that this cloud computing platform could be experienced by the students. It is 
important to clarify that the learning outcome for the web-based assignment was to have teacher candidates learn about effective 
instructional methods and co-produce and share their learning.Students can access the educational resources they need from 
anywhere and at any time with any device that has internet access. Any project or educational opportunity can be scaled-up 
through the payment for the use of these services (Mircea & Andreescu, 2011). 
 Teachers can experience benefits from the flexibility of cloud platforms, principally the ease of preparing presentations, 
classes, conferences, articles, etc. Alharti, et al (2015) opined that there are many limitations such as hours of use, lack of 
equipment, complicated repair and maintenance, scattered locations of the laboratories, high costs of hardware and software, and 
contracting personnel for the IT department. Researchers can also benefit from the use of the latest technologies and hardware 
to perform their experiments (Shakhabubakor, 2015).  
 We live in a world where information is available anytime, anywhere. We not only have a computer at work and 
another at home, but we also likely have multiple devices like smartphones and tablets that we carry at all times (Monoz-Calle, et 
el 2016). With the integration of educational resources and the development of pedagogical systems, cloud computing offers 
opportunities to improve the quality of education, providing flexibility and accessibility through the Internet (Al-Abri et el 
,2016). Significant advancements in cloud services allow individuals to connect through devices wherever, whenever. Cloud 
services represent one of the driving forces behind modern computing. 
  This fusion of intelligence and connectivity across a wide range of devices complements the scalable growth of 
internet services to create a new paradigm based on cloud computing. .  The use of cloud computing services facilitates the 
implementation of social cloud ecosystems, which allows for sharing and collaboration of all varieties of resources and tools on 
demand with massive, ubiquitous, and open access (Luna, Castillo &Nube, 2016).  Such a paradigm would allow educational 
institutions, often lacking resources, to extract the maximum use of information technology, increasing the quality and 
accessibility of training, especially in remote areas and rural communities that have internet access (Encalada, Luis, and Seqara 
2017).   Cloud computing provides on-demand resources and services over a network (usually the Internet). These services are 
divided into three main types: infrastructure (i.e., virtual machines, servers, and storage devices), platforms (i.e., Course Builder, 
Moodle, and Edmodo), and software or applications (i.e., Google applications and Office 365).Students can take advantage of 
different learning tools available on the cloud, services such as Google Docs, Office365, and Windows.  
 Some universities have difficulties in providing scalable, flexible, and accessible information technology (IT) services to 
their students in traditional computer labs. Cloud computing services are influencing face-to-face and online education through 
their adoption and use. These ecosystems make it easier for universities to recreate e-learning scenarios that are conducive to the 
teaching of hands-on IT skills, with greater benefits than those provided by physical laboratories, thus allowing universities to 
concentrate more on teaching and research activities than on the implementation and configuration of complex IT software 
systems. The market for e-learning. 

On a similar topic, the Electronic Privacy Information Center (a not-for-profit organization) filed a complaint with 
the American Federal Trade Commission about the security and privacy standards of Google’s cloud computing, arguing that 
Google does not encrypt information held on itsservers (Marshall, 2009). Sultan (2010) summarized these concerns by stating 
that cloud computing is a rapidly developing paradigm, and many of the issues are likely to disappear as the technology matures. 

Many scholars highlight the disconcerting aspects of private cloud storage systems within the realm of education and 
public sectors. Predominantly, these issues focus on dependency, security, and privacy (Archer et al., 2010; Owens, 2010; 
Rosenthal et al., 2010)Mearian, 2012; Sultan (2010) explained that some executives in the Information Technological sector 
view many web-based platforms as a trap aimed at forcing people to become dependent on proprietary, corporate systems and 
their services that will likely prove to be a financial burden in the future. Security challenges associated with any off-hosting site 
of data and services (i.e., cloud-based services) revolve around questions about who can access customer data and what are the 
security policy perimeters with the host company? (Willcocks, Venters, Whitley, 2014).  

 
 
 



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11. Role of Google Drive on Upload/Download of Files 
Anytime, anywhere, with any tool connected to the Internet. In turn, web-based file-sharing tools have become an integral part of 
the modern, mobile lives of many students. These collaborative web-based technologies have triggered a wave of free online 
wikis, word documents, spreadsheets, presentations, and discussion forum software (Fullan, 2013; Preston. in press; Rienzo& 
Han, 2009). Consequently, using these applications as a communicative tool and collaborative learning platform is gaining 
popularity among university instructors. Socially constructed knowledge is information that is co-produced and shared by and 
between its creators. Rowe, Bozalek, and Frantz (2013) believed that the Google Drive platform, when used via a constructivist 
approach, has the ability to transform student learning, alter teacher-student power relationships, and facilitate critical dialogue 
and activities related to knowledge and authority. Although research on web-based, file-sharing platforms and their roles in 
university settings is sparse, the published, accessible research we found predominantly referred to the benefits and challenges of 
Google Drive.  
 With regard to advantages, Wood (2011) found that Google Drive was an ideal way for a group of undergraduate 
physics students to complete lab reports, where each student in the lab group was responsible for writing parts of the 
introduction, procedure, analysis, results, theory, and conclusion. Denton (2012) found that students enjoyed how, through 
Google Drive, they could share and simultaneously edit documents, while keeping a digital record of each member’s 
contributions.. Likewise, Spaeth Sinex and Chambers (2013) described how college-level science students successfully used 
Google Drive on group laboratory assignments, where each of the students input data to the shared spreadsheet and Black 
(2012) and. With regard to B.Ed. student experiences with Google Drive, Donna and Miller (2013) found that teacher 
candidates had reservations about the time needed to learn cloud computing technologies and that this online medium mitigated 
aspects of face-to-face collaboration. In this same study, teacher candidates expressed concerns about peers potentially making 
inappropriate comments within the shared documents,. 
 
12. Methodology of the Study 
The targeted population of this study comprises all the 263 students in 300 Level students in the three Universities offering  
Business Education programme. The instrument for the data collection was self structured questionnaire. The questionnaire was 
structured in 4 points rating of Highly Preferred (HP), Moderately Preferred (MP), Low Preferred (LP) and Not Preferred 
(NP). The breakdown of the questionnaire items base on research questions was as follows: Questionnaire Item 1 of 1-12 was 
used to address research question one. Item 13 to 24 were used to answer research question two while item 25 to 36 were used 
to address research question three.    

Reliability of an instrument is the measure of the extent to which a research instrument yields consistent results or data 
after repeated trials during the study (Sambo 2008). Reliability will measure the relevance and correctness of the instruments 
(Mugenda and Mugenda, 2003). The reliability of the instrument was determined using Cronbach alpha where a reliability 
coefficient 0.08 was obtained indicating that the instrument was reliable. 
 
13. Presentation of Results 
The result presented here is based on the research questions formed to guide the study.  
Research Question One  
What is the undergraduate business education students’ preference on the use of Google drive as an assignment/group work 
platform for learning in north- east Nigeria?  

The result of items used to answer research question one in Table 1 range from 3.39 to 3.11 which were within the 
index score for agreed. The mean score of four of the items were found to be below the 2.50 mean score for agreed. The Grand 
mean obtained was greater than the index mean score 2.94 > 2.50. The result therefore revealed that the reference on the usage 
of Google Drive platform for assessment among undergraduate business education students was positive.     

             
Table 1: Students’ preference on the use of Google drive as an assignment/group work platform for learning 

S/NO                          VARIABLE MEAN SD DECISION 

1 Using Google drive for group work  3.39 0.843 Agree 

2 I like commenting on others’ contributions to group work in Google drive 3.25 0.842 Agree 

3 I like editing others’ contributions to group work in Google drive 2.39 0.98 Disagree 

4 I like that other students comment on my work in a group on Google drive 3.21 0.925 Agree 

5 I like other students to edit my own work in the group on Google drive 3.19 0.964 Agree 

6 The quality of collaboration in the group increases with the use of Google drive 2.43 1.036 Disagree 

7 Google drive motivated me to collaborate with fellow students in a group 
learning  

2.40 1.037 Disagree 

8 I like Google drive because it works as expected as a collaborative platform 2.26 1.048 Disagree 



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9 I like how Google drive usages in learning is gradually replacing use of human 
labour in a classroom 

3.22 0.932 Agree 

10 Students find it easy to use Google drive 3.3 0.867 Agree 

11 Google drive face serious challenges when there is inter connectivity problem. 3.11 0.989 Agree 

12 I like how a Collaborative activity is gradually replacing interpersonal contacts. 3.17 0.94 Agree 

 Grand Mean   2.94         0.95          Agree 

Source: Field Survey (2018) 
 
Research Question Two 

 To what extent is the undergraduate business education students’ preference on the use of Google drive as a platform 
for study in north east Nigeria?   

The mean score of 12 Questions was to answer research question two in Table 2, range from 3.32 to 2.20 with standard 
deviation of 0.891 and 1.06 respectively. The grand mean obtained (2.97) was greater than the index mean score of 2.50 for 
agree. The result therefore shows that the reference of undergraduate business education students have on the Google Drive 
platform for learning was positive.  

  
Table 2: Responses on students’ preference on the use of Google Drive as a learning platform for study 

S/No Questionnaire items Mean `SD Decision  

13 I like the relatively large option storage allowing of Google drive very useful for saving 
data (e.g. Files, folders, etc.). 

3.32 0.891 Agree 

14 It is easy to store data on Google drive 3.11 0.947 Agree 

15 It is easy to retrieve data stored in Google drive 3.05 1.003 Agree 

16 I find data storage on Google drive very interesting 3.23 0.887 Agree 

17 Google drive provides easy access between lecturer and student. 3.11 0.949 Agree 

18 I face serious challenges to store information when there is inter connectivity problem. 2.37 0.99 Disagree 

19 To store data becomes impossible where network is not available. 2.48 1.057 Disagree 

20 I find data storage on Google drive very difficult 2.20 1.06 Disagree 

21 Google drive give room for storing large volume of learning materials within a short 
period of time. 

3.19 0.885 Agree 

22 I like the way Google drive provides opportunities to store new knowledge for academic 
purpose. 

3.12 1.017 Agree 

23 I find data storage on Google drive very easy 3.26 0.906 Agree 

24 Using Google Drive storage enhance my academic performance 3.17 0.94 Agree 

 Grand Mean  2.97 0.961       Agree 

Source: Field Survey (2018 
 
Research Question Three  
What is Undergraduate business education students’ preference on the use of Google drive as a platform for uploading and 
downloading files in north east Nigeria?  

From Table 3, the mean scores ranging from (3.05 to 3.26) which indicates that the responses were within the index 
score for agree. While the mean score that falls between 2.20 to 2.48 found to be below 2.50 mean score index for agree. The 
grand mean stood at 2.60 >2.50. The result thus indicates that the preference on the use of Google Drive platform for 
upload/download of files among undergraduate business education students was positive.  

 
Table 3: Responses on students’ preference on the use of Google Drive as a platform for upload/Download of files  

S/NO Questionnaire item                                          Mean SD Dec 

1 I like using Google drive platform for sharing student materials 3.26 0.906 Agree 

2 I like using Google drive platform for sharing materials gotten from my Lecturers 3.11 0.947 Agree 

    3 I like the sharing folder option of Google drive because it enables me to access my 
resources lecture notes 

3.05 1.003 Agree 

    
4 I like the sharing folder option of Google drive because it enables me to access my 

resources Video 
3.23 0.887 Agree 



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5 I like preview of the files shared on Google drive from the platform is useful to check 
before downloading 

3.11 0.949 Agree 

6 I like the “filter by posts” search option sharing option of Google drive 2.37 990 Disagree 

7 Students find it easy to share file using Google drive  2.48 1.057 Disagree 

8 Students find it difficult to share file using Google drive  2.20 1.06 Disagree 

9 I like Google Drive because of its ‘send links’ instead of file attachment feature 3.19 0.825 Agree 

10 I like Google Drive because of its quick formatting feature 3.12 1.017 Agree 

11 I like Google Drive because of its clear formatting feature 3.08 0.949 Agree 

12 I find it difficult to download materials from the Google Drive  2.27 1.145 Disagree 

 Grand Mean 2.60 0.978 Agree 

Source: Field Survey (2018) 
 

Mean and standard deviation are computed on the data collected from the field; the result is presented in the table above. 
 

From Table 3 the respondents for all the items have the mean scores ranging from (3. 36 to 3.00) which indicates that 
all the respondents have agreed. The table shows the responses for all the items and they are above the mean cut-off point for the 
study, thus, the decision agrees or disagrees on the table. This means that greater respondents agreed with all the items as they 
are opportunities for using Google Drive as learning platform.  

 
14. Discussion of the Result 
The study examined the Business Education undergraduate student’s preference toward the usage of Google Drive for academic 
purpose. The study discovered that the students use Google Drive to advance their learning efforts  in digital world, and 
recognize changes in technology, understand assignment/group work trends, to comprehend storage problems and nitty and 
gritty  for loading and uploading information.  The findings of research Question One was in line with the view that 
assignment/group work is characterized by positive interdependence, where students perceive that better performance by 
individuals produces better performance by the entire group (Johnson, et al., 2014).  And also Sharp    (2009) argued that 
Google Drive is easy and fast tool that  is well-suitable for facilitating digital writing workshops that combine peer editing with 
cooperative grouping and small group fine-tuned writing instruction. Evans and McKee (2010) observed that the use of social 
media technologies provide insight and ideas on innovative ways to serve learners better. And also in respect of the benefits of 
using Google Drive by undergraduate business education students Preference for assignment/group work. The responses 
gathered from the questionnaire revealed the benefits of using Google Drive for learning activities is one of the effective way of 
quick perception by business education students in showing their preference for learning purposes. 
             The research questions two indicate benefit drive by business education student by using Google Drive for study to get 
more relevant materials for their learning.  There are many opportunities in using Google Drive as student may gain more in the 
interactions for wider knowledge in their learning in the business education studies. The research questions three indicates that 
the business education preference in Google Drive explore the students by uploading/downloading of files to guide them in 
their learning.  Google Drive help students to communicate so easy so that they can solve their academic challenges by 
contributing on the current matter to use different ideas from different students that are partaking in an interactive session that 
comprise many students with different level  of  intelligence.  Google Drive also widens students’ maturity in term of 
modern/electronic learning that can combine people from different part of the world to have preference to common ground.  
The students submission of the same materials on the issue of group work making it so common for students to be more 
reluctant on the study as they relied on their colleagues to make all the necessary work, this type of group work is formally 
termed supportive learning, and is defined as the instructional use of small groups to promote students working together to 
maximize their own and each other’s learning (Johnson, et al., 2008).  It is also gradually replacing interpersonal contacts 
between teachers and students that make things difficult in the event of learning outcome.  The findings revealed that one of the 
challenges of using Google Drive to include other sites that are not relevant to the studies such as bad videos and pictures sites 
that might divert the attention of students from the studies. Baran (2012) also stated that technology is a double edge sword; it 
power for bad and good resides in the users. More so, communication becomes impossible where network is not available. There 
are serious challenges when there is interconnectivity problem. All gadgets used to access Google Drive like Handset, laptop or 
Ipad are required internet connection. Thus, Google Drive may not be in reached to the poor students. 
Conclusion 

The results obtained from this study show that a reasonable number of undergraduate business education students of 
north-eastern university’s use Google drive as learning platform that enhance student’s performance. Google drive functions i.e 
collaborating learning, file storage, file sharing and as platform for learning has tremendous benefits as far as enhancing learning 
activities for university students have been confirmed from the findings of this study. Finally, from the results of this study, the 



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researcher saw a reason why a famous scholar argued that technology can be used in ways beneficial or otherwise. Technology is 
a double-edged sword. Its power for bad and good resides in the users (Flanigan & Kiewra, 2018;Margaret, Uma, 
Tejonidhi&Neelakantappa,2018;Temple, Ogle, Crawford & Freppon, 2018). Based on this, it is very imperative to note that the 
relevant university authorities have to take measures to ensure that the students use Google drive for academic activities in order 
to enhance the students’ academic performance. 

 
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